GeoGebra-supported learning and secondary school students' motivation for learning geometry

Abstract

Technology-based geometry instruction is a strategy for teaching geometry that can encourage students to associate real-life situations  with geometrical concepts. Technology-assisted instruction is generally said to be beneficial; however, its impact on motivation is up for  debate. In light of this, a quasiexperimental, non-equivalent research design was conducted in Shambu Secondary Schools, East Wollega  Zone of Oromia Regional State, Ethiopia, to investigate GeoGebra-supported learning on students' motivations towards learning  geometry. Three instructional approaches were used: the GeoGebra-supported convectional method (GSCM), the GeoGebra-supported  collaborative method (GSCOM), and the conventional method (CM) established for this purpose. Three schools were purposefully  selected and randomly sampled in to one control group and two experimental groups. For ten weeks of learning, experimental groups I  was instructed in (GSCOM) (n = 42) and experimental groups II were instructed in (GSCM) (n = 42), while the control group were (n = 44).  The components of the pre- and post-motivation Likert scale questionnaire, including intrinsic, extrinsic, task value, and self-efficacy,  were used to collect data from 128 students. Paired sample t-tests, Scheffe's posthoc test, and ANOVA were used to analyze the data. The  study's findings indicated that there is a significant mean variation in the three groups' students' motivation for studying geometry. This  indicates that secondary school students who were exposed to the GSCOM had better motivation than others who were exposed to the  GSCM and CM toward learning geometry. Based on the results, it was recommended that secondary school mathematics teachers better  use these potential approaches to improve their students’ motivation to learn geometry.